2016 School Accountability Report Card - Shasta Union High ... · 2016-17 School Accountability Report Card for Shasta High School Page 1 of 13 Shasta High School School Accountability

2016-17 School Accountability Report Card for Shasta High School Page 1 of 13

Shasta High School

School Accountability Report Card

Reported Using Data from the 2016-17 School Year

Published During 2017-18

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at

http://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school principal or

the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

About This School Contact Information (School Year 2017-18)

School Contact Information

School Name------- Shasta High School

Street------- 2500 Eureka Way

City, State, Zip------- Redding, CA 96001

Phone Number------- 530-241-4161

Principal------- Leopoldo Perez

E-mail Address------- [email protected]

Web Site------- www.shastawolves.com

CDS Code 45-70136-4537304

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/


District Contact Information

District Name------- Shasta Union High School District

Phone Number------- 530-241-3261

Superintendent-------

Jim Cloney

E-mail Address------- [email protected]

Web Site------- www.suhsd.net

School Description and Mission Statement (School Year 2017-18)

Shasta High School was the first high school in Shasta County. Since our inception in 1899, our school has become the largest and one of the highest academically performing high schools in our county. We currently serve 1433 students in grades nine through twelve. We have an established tradition of academic excellence confirmed by student test scores: ACT and SAT tests (both above the district, county and state average). Shasta High has been recognized three times as a California Distinguished School and has been recognized by “Newsweek” magazine as one of the top high schools in the nation for ten consecutive years. Shasta High is committed to the principle that all students can learn and that they have the opportunity to achieve academic and personal success through rigorous coursework, development of academic skills, and co-curricular activities. Our vision and mission is driven by our Student Learning Outcomes (SLO's): Positive Communicators, Academically Excellent, and World Citizens. These SLO's are posted in every classroom. The core values are as follows: Every student will have equal opportunity for success, staff members are ethical, motivational role models, focused on common goals, and the learning environment is safe, supportive and challenging. Our music and athletic programs are outstanding. We provide a full range of high quality educational programs that are aligned with the California Curriculum Framework and District standards. We provide a safe learning environment where all students can succeed. Our mission is for all students to graduate being positive communicators, academically excellent, and world citizens. Student Enrollment by Grade Level (School Year 2016-17)

Grade Number of

Level Students

Grade 9 445

Grade 10 382

Grade 11 307

Grade 12 356

Total Enrollment 1,490

Student Enrollment by Group (School Year 2016-17)

Student Percent of

Group Total Enrollment

Black or African American 2.3

American Indian or Alaska Native 5.2

Asian 4.2

Filipino 0.9

Hispanic or Latino 12.5

Native Hawaiian or Pacific Islander 0.6

White 71.4

Two or More Races 2.1

Socioeconomically Disadvantaged 32.8

English Learners 0.6

Students with Disabilities 9.7

Foster Youth 1.2


A. Conditions of Learning

State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are

teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials

Teachers School District

2015-16 2016-17 2017-18 2017-18

With Full Credential 72 72 70 75

Without Full Credential 1 1 1 1

Teaching Outside Subject Area of Competence (with full credential) 3 3 3 3

Teacher Misassignments and Vacant Teacher Positions

Indicator 2015-16 2016-17 2017-18

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 0 0 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18) Year and month in which data were collected: Jan 2018

Subject Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts English I: Pearson Literature for California Grade 9; 2015

English II: Pearson Literature for California Grade 10; 2015

English III: Pearson Grade 11 Custom Literature; 2012

& Pearson Literature for California Grade 11; 2015

English IV: CSU Expository Reading & Writing Course Workbook; 2012

Yes 0%



Year of Adoption

From Most Recent

Adoption?


Assigned Copy

Mathematics Math 1: Core Connections Integrated I (CPM); 2014

Math 2: Core Connections Integrated II (CPM); 2015

Math 3: Core Connections Integrated III (CPM); 2015

Math 3 Honors, Trigonometry/Precalculus: Precalculus: Graphical, Numerical, Algebraic (Prentice Hall); 2016

CP Statistics: Stats in Your World (Pearson) ;2012

AP Statistics: Stats Modeling the World; 2016

AP Calculus: Calculus Graphical, Numerical, Algebraic; 2016

Yes 0%

Science Physical/Earth Science: Holt California Earth Science (Holt-McDougal) © 2007

Biology: Holt Biology, California Edition (Holt, Rinehart & Winston) © 2006

Chemistry: Holt Modern Chemistry (Holt, Rinehart & Winston) © 2002

CA Chemistry: Matter & Change (Glencoe/McGraw-Hill) © 2007

Physics: Holt Physics (Holt, Rinehart & Winston) © 2006

Yes 0%

History-Social Science Personal Growth: Career Choices (Academic Innovations); 2011

& Positive Prevention Plus (Positive Prevention Plus) 2016

Geography: World Geography and Cultures (Glencoe/McGraw-Hill);2012

World History: Patterns of Interaction (Holt-McDougal/Littell); 2012

U.S. History: The Americans: Reconstruction to the 21st Century (McDougal Littell); 2012

Economics: Economics: Principles and Practices (Glencoe/McGraw-Hill); 2010

American Government: Magruder’s American Government (Prentice Hall); 2009

Yes 0%

Foreign Language Spanish: TPRS Instructional Materials (Blaine Ray Workshops); 2007

French: Bien Dit! (Holt-McDougal); 2009

ASL: A Basic Course in ASL (TJ Publishers/Harris Communication) 1999

Signing Naturally (DawnSign Press); 1999

ASL: Green Book Series (The Green Book); 2000

Chinese: Integrated Chinese (Cheng & Tsuzi Co.); 2014

Yes 0%

Health Lifetime Health (Houghton-Mifflin) © 2009 Yes 0%



Year of Adoption

From Most Recent

Adoption?


Assigned Copy

Visual and Performing Arts Art: Art Talk (Glencoe/McGraw Hill) © 2000; Creative Artist (North Light Books); Keys to Drawing (North Light Books)

Music: Essential Elements for Choirs (Glencoe/McGraw Hill); Guitar Method Books (Mel Bay); The Enjoyment of Music (Peoples Publishing); Music! Its Role & Importance in Our Lives (Glencoe/McGraw Hill); Sight Singing (Masterworks Press); Exercises for Ensemble Drill(JW Pepper Music Co); Artistry of Fundamentals-Band)

Yes 0%

Science Laboratory Equipment (grades 9-12)

All district science labs are fully equipped to teach students the standards-aligned science curricula.

0%

School Facility Conditions and Planned Improvements (Most Recent Year)

Shasta High School has an outstanding facility to support teaching and learning. We have 86 classrooms, two computer labs and 21 mobile carts, a library, cafeteria, weight room, cardio room, swimming pool, a small theater, physical training room, three business computer labs, a robotics/tech lab, a band room, a choir room, and a main office area. All of our permanent classrooms underwent a 7.5 million dollar modernization in 2005. We constructed a new class wing with fifteen classrooms in 2006 and the front parking area, student drop off/pick up area, and sidewalks of our campus was redone in 2008. We have also added a second gymnasium in 2007. In 2009, our swimming pool was completely redone, our roofs on the Library and Physical Education facilities were replaced, and we landscaped the front of our school. The maintenance and custodial departments ensure that the facilities are cleaned and maintained on a daily basis. The District continually updates and repairs our campus as needed through a deferred maintenance program. We have recently completed the replacement of the lights in the gym to LED lights w, we have also added 4 new basketball backboards bringing the total in the large gym to 10. The Gym floor was repainted and refinished in 2016. A second softball field was added in 2012 and a batting cage facility for softball was completed in 2012. With the passage of a local bond in the fall of 2016, we are now able to and in the process of planning the construction of 15 additional classrooms which will replace our aging portables. New classrooms that better meet the needs of our science department and CTE department will be incorporated into the new classroom construction plan. Completion of this project is projected to be in the fall of 2019. School Facility Good Repair Status (Most Recent Year) Using the most recently collected FIT data (or equivalent), provide the following:

• Determination of repair status for systems listed • Description of any needed maintenance to ensure good repair • The year and month in which the data were collected • The overall rating

School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 07-20-17

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X Boilers coming to end of life

Interior: Interior Surfaces X Music building walls and floors were redone

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical X Upgrade existing power feeds and sub panels.

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X Replaced some existing bubblers with chilled water and bottle fillers


School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 07-20-17

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Safety: Fire Safety, Hazardous Materials X

Structural: Structural Damage, Roofs X

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X Chain link fencing repair, parking lot and tennis court resurfacing.

Overall Facility Rating (Most Recent Year)

Year and month of the most recent FIT report: 07-20-17

Overall Rating Exemplary Good Fair Poor

X

B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the

Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Grades Three through Eight and Grade Eleven

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

2015-16 2016-17 2015-16 2016-17 2015-16 2016-17

English Language Arts/Literacy (grades 3-8 and 11)

74 64 68 68 48 48

Mathematics (grades 3-8 and 11)

49 45 48 49 36 37

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2016-17)

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 295 280 94.92 64.29

Male 139 135 97.12 54.07

Female 156 145 92.95 73.79

Black or African American -- -- -- --


Student Group Total


Percent Tested


American Indian or Alaska Native 12 11 91.67 27.27

Asian 12 12 100 75

Filipino -- -- -- --

Hispanic or Latino 34 32 94.12 59.38

Native Hawaiian or Pacific Islander -- -- -- --

White 216 204 94.44 66.18

Two or More Races -- -- -- --

Socioeconomically Disadvantaged 89 82 92.13 56.1

English Learners -- -- -- --

Students with Disabilities 23 21 91.3 14.29

Foster Youth -- -- -- -- Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2016-17)

Student Group Total


Percent Tested


All Students 297 281 94.61 44.64

Male 141 135 95.74 39.55

Female 156 146 93.59 49.32

Black or African American -- -- -- --

American Indian or Alaska Native 12 11 91.67 36.36

Asian 12 12 100 58.33

Filipino -- -- -- --

Hispanic or Latino 34 32 94.12 34.38

Native Hawaiian or Pacific Islander -- -- -- --

White 218 205 94.04 45.59

Two or More Races -- -- -- --

Socioeconomically Disadvantaged 90 84 93.33 33.33

English Learners -- -- -- --

Students with Disabilities 23 21 91.3 4.76

Foster Youth -- -- -- --


Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Science for All Students Grades Five, Eight, and Ten

Subject

Percent of Students Scoring at Proficient or Advanced


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Science (grades 5, 8, and 10) 78 70 72 64 56 54

Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.

Career Technical Education Programs (School Year 2016-17)

Our school gives a career exploration test to all incoming ninth graders for placement and career interest. All grade levels are exposed to our Career Center and go through an extensive series of interest inventories and career exploration. We offer a full range of CTE courses that students have the opportunity to attend either on our campus or at the District Farm. At Shasta, we have a Medical pathway and a STEM pathway that are both articulated pathways with courses available for our students beginning in the Freshmen year. Students who choose the STEM pathway have access to Exploring Engineering, Computer Aided Design, Robotics, and Computer Science. As part of our Medical pathway, students can choose from Medical Biology, Medical Chemistry, Anatomy/Physiology, Nursing I and II, Sports Medicine, and Dental. We have invested significantly in both of these pathways and our students are excited about the learning environment and the hands on opportunities that they have. We sponsor an annual Career Fair on campus during our school day. We bring in people working in the field to share with our students who are interested in pursuing a particular career. In addition, the Shasta Union High School District offers Career and Technical Education (CTE) programs organized in sequences of courses designed to provide students with opportunities for enhanced learning experiences and preparation for productive employment and/or post high school education. Courses in Agriculture; Business and Technology; Consumer and Family Sciences; Industrial Technology; Public Safety: Education: Medical: and Engineering Technology are offered that satisfy the d istrict’s Practical Vocational Arts requirement for graduation. Work Experience Education offers a combination of classroom learning and on-the-job training to 11th and 12th grade students who are employed part-time. Many of the CTE courses are dual enrolled or articulated with Shasta College and offer students an opportunity to earn college credit and to receive a strong experience and understanding of all aspects of the industry they may consider pursuing as a future career. A variety of CTE courses are A-G approved. The district promotes, supports, and provides services that ensure all students have full and equitable participation in all CTE programs and courses. Support services are available for students with special needs. These services may include: guidance and counseling; assessment; transitional services; and modifications to and reasonable accommodations for curriculum, equipment, and facilities. These services are provided to ensure special needs students are recruited, enrolled, supported and successfully complete CTE courses and programs. Programs are evaluated and updated each year with the Director of Categorical Programs and program advisory committees.The district CTE advisory is run by the Director of Categorical Programs and includes industry representatives from all the CTE pathways in the district.


Career Technical Education Participation (School Year 2016-17)

Measure CTE Program Participation

Number of pupils participating in CTE 763

% of pupils completing a CTE program and earning a high school diploma 58

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education 45.5

Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2016–17 Pupils Enrolled in Courses Required for UC/CSU Admission 93.36

2015–16 Graduates Who Completed All Courses Required for UC/CSU Admission 46.65

State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): • Pupil outcomes in the subject areas of physical education. California Physical Fitness Test Results (School Year 2016-17)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

---9--- 14.1 26.4 44.4 Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2017-18)

There are many opportunities for parents to be involved: SITE Council – contact Leopoldo Perez, 241-4161 The SITE Council is a body of representatives comprised of all stakeholders in the school community. This includes: students, parents, teachers, other school personnel, and the principal. It provides a forum for all school community members to identify common goals and to establish a single plan to address those goals. Athletic Boosters – contact Heath Bunton, 241-4161 The Athletic Boosters consists of parents, coaches, Athletic Director and the Athletic Administrator. Their purpose is to provide additional financial support for the entire athletic program at Shasta High School. Parent Club – contact Shane Kikut, 241-4161 This organization provides an opportunity of dialogue between the stakeholders and the school. They also select the Students of the Month and run the student recognition program. Music Boosters – contact Gavin Spencer (vocal) or Lou Polcari (instrumental), 241-4161 The music boosters are divided into choral and instrumental boosters at Shasta High. These two groups work to enhance the music department’s equipment and instruments, build sets, take care of uniforms and costumes, and to coordinate fund raisers.


Sober Graduation – contact Sarah Price, 241-4161 Our Sober Graduation group works to provide a drug and alcohol free event for all graduates to attend on graduation night. This group meets monthly to organize and plan this great event for our students.

State Priority: Pupil Engagement The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): • High school dropout rates; and • High school graduation rates. Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator School District State

2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Dropout Rate 1.8 1.1 0 4.9 5.2 2.7 11.5 10.7 9.7

Graduation Rate 97.58 98.56 100 91.45 92.42 94.86 80.95 82.27 83.77

Completion of High School Graduation Requirements - Graduating Class of 2016 (One-Year Rate)

Group Graduating Class of 2016


All Students 97.2 89.79 87.11

Black or African American 80 86.67 79.19

American Indian or Alaska Native 100 85 80.17

Asian 100 92.31 94.42

Filipino 100 100 93.76

Hispanic or Latino 100 90.7 84.58

Native Hawaiian/Pacific Islander 0 100 86.57

White 97.56 89.83 90.99

Two or More Races 80 92.65 90.59

Socioeconomically Disadvantaged 100 89.68 85.45

English Learners 0 40 55.44

Students with Disabilities 100 73.05 63.9

Foster Youth 100 72.73 68.19

State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. Suspensions and Expulsions

Rate School District State

2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

Suspensions------- 4.3 3.7 4.2 4.7 4.8 5.2 3.8 3.7 3.6

Expulsions------- 0.5 0.4 0.2 0.3 0.3 0.2 0.1 0.1 0.1


School Safety Plan (School Year 2017-18)

Safety of students and staff is a primary concern. Shasta High School has a comprehensive school safety plan that is updated yearly by the School Safety Committee and approved by the SITE Council. Our safety plan is well prepared and we practice emergency drills and evaluate our performance on a regular basis. The safety plan provides for maximum utilization of school personnel and facilities to care for disaster victims and to protect students and staff in the event of an emergency. In addition, our staff, freshmen and junior classes take the California Healthy Kids/School Climate Survey to help us evaluate and modify our safety plan. We have a full time security guard and a full time Campus Resource Officer from the Redding Police Department on our campus. We have just completed installing window blinds and or tinting in all of our portable classrooms and we have interior locking mechanisms on all of our classroom doors. Plan was reviewed and updated on January 24, 2017. Review with faculty is ongoing.

D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Federal Intervention Program (School Year 2017-18)

Indicator School District

Program Improvement Status In PI Not In PI

First Year of Program Improvement 2013-2014

Year in Program Improvement* Year 2

Number of Schools Currently in Program Improvement N/A 3

Percent of Schools Currently in Program Improvement N/A 100 Note: Cells with N/A values do not require data.

Average Class Size and Class Size Distribution (Secondary)

Subject

2014-15 2015-16 2016-17

Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English------- ----------

24 20 27 11 23 28 15 20 24 19 28 12

Mathematics ----------

18 38 19 12 21 30 22 13 20 32 23 15

Science------- ----------

24 11 19 6 25 9 17 8 22 20 16 6

Social Science ----------

24 16 20 10 24 18 21 13 23 24 19 11 Note: Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Academic Counselors and Other Support Staff (School Year 2016-17)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 5 286.6

Counselor (Social/Behavioral or Career Development) 0 N/A

Library Media Teacher (Librarian) 0 N/A

Library Media Services Staff (Paraprofessional) 1 N/A

Psychologist------- 1 N/A

Social Worker------- 0 N/A

Nurse------- .33 N/A

Speech/Language/Hearing Specialist 1 N/A

Resource Specialist------- 0 N/A

Other------- 0 N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.


Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- 7279 1435 5845 68404

District------- N/A N/A 6591 $70,471

Percent Difference: School Site and District N/A N/A -11.3 -1.7

State------- N/A N/A $6,574 $82,770

Percent Difference: School Site and State N/A N/A -44.1 -13.5 Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2016-17)

Shasta High School runs several programs and provides services through a variety of funding options. Title I funds provide for counseling services, a Math and English student Intervention/Support labs and student success academy for parents. Categorical funding provides for an extensive Advanced Placement and Honors Program. We offer after school a tutoring for students who need additional academic support, Anytime school for students that are credit deficient and adult education classes for seniors. Tutoring in math is available during lunch time. Teacher and Administrative Salaries (Fiscal Year 2015-16)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $43,606 $50,221

Mid-Range Teacher Salary $67,248 $83,072

Highest Teacher Salary $89,592 $104,882

Average Principal Salary (Elementary)

Average Principal Salary (Middle) $128,094

Average Principal Salary (High) $142,263 $146,114

Superintendent Salary $161,397 $226,121

Percent of Budget for Teacher Salaries 31% 34%

Percent of Budget for Administrative Salaries 5% 5% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Advanced Placement (AP) Courses (School Year 2016-17)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 1 N/A

English------- 2 N/A

Fine and Performing Arts 1 N/A

Foreign Language 1 N/A

Mathematics 3 N/A

Science------- 2 N/A

Social Science 5 N/A

All courses 15 19.2 Cells with N/A values do not require data. *Where there are student course enrollments of at least one student.

http://www.cde.ca.gov/ds/fd/cs/


Professional Development (Most Recent Three Years)

The professional development is guided by the District, Principal and the Leadership Team. The professional development plan is based on identified staff need. Staff members build their teaching skills and concepts through participation in conferences, workshops, and instructional teams. We have three staff development days built into our yearly calendar where teachers are offered a wide variety of professional growth opportunities in curriculum design, instructional techniques, and methodologies. We also have four minimum days per month where staff focuses on whole school, Common Core, and department issues. We are in year three of educator effectiveness funding, which was used in part to support the beginning teacher ATE program.

Documents

2016 School Accountability Report Card - Shasta Union High ... · 2016-17 School Accountability Report Card for Shasta High School Page 1 of 13 Shasta High School School Accountability